In this book, critical literacy, discourse analysis, and teacher research are uniquely brought together and invite discourse analysts, teacher educators, and literacy researchers to examine how discourse analysis can be applied to develop critical literacy education. The authors performed a guidance for conducting critical discourse analysis and also represented suitable tools for discourse analysis to inquire into design critical literacy and critical practices. Moreover, the Rogers and Wetzel provided this book to investigate the intricacy of critical literacy in teacher education and to assign what they have acquired by illustrating on discourse analysis as a tool for research and pedagogy. Critical literacy education is not conceivable without considering discourse practices such as examining the relationship between power, language, and identity. In this book, Rogers and Wetzel described a yearlong experiment in teacher education classroom that begins with the investigation about how teaching within a literacy practice might support the learning and practicum of the students and majors in elementary education at a Midwestern university. Through this book, the authors represent how they brought discourse analysis to the social life within learning, teaching, and research. Critical literacy refers to the methods regarding literacy education, which seeks to use literacy to redesign new possibilities and disrupt unjust social practices and texts (Leland, Harste, & Lewison, 2007; Luke, 2012). The main goal of this book is to demonstrate how critical discourse analysis is used through the process of teaching. Therefore, the authors introduce four procedures to describe in this book: critical discourse analysis, building task analysis, narrative analysis, and multimodal discourse analysis. In practical terms, these methods are used in the process of teaching and research (Rogers, 2011). For educators of critical discourse studies who are working in university-based contexts, this book suggests a paradigm of how open-ended methods to inquiry can be drilled and practiced. In Chapter 1, the authors present their purpose of the study as well as viewpoints and concepts of critical literacy that the authors draw on throughout this book. In Chapter 2, the authors highlight the methods and context of the study as well as teacher research and traditions of discourse analysis. In this chapter, each method with a detailed description of the courses is illustrated. The authors highlight that when they prepare the platform for critical literacy in their teacher education classrooms, they like to present various methods to critical literacy to deny this issue that there is no way to approach critical literacy. In Chapter 3, Rogers and Wetzel demonstrate narrative approaches to discourse analysis and indicate how educators are using cultural narratives—both written (literature) and spoken (autobiographical)—in their classroom to establish a community of practice responsive to language diversity, power, and race. Moreover, in this chapter, the authors represent further ways of creating multimodal transcription and dividing texts. Chapter 4 clarifies assessing oral readings which manifested during educators’ instruction and building task analysis to examine and evaluate student-centered inquiries toward language variety. In Chapter 5, the authors explain about a critical discourse analysis method which teacher education students can apply to investigate their own racial history. In Chapter 6, the authors examine teaching trainings of pre-service educators in a tutoring practice. In Chapter 7, the function of discourse analysis in critical literacy education is investigated. Generally, Chapters 3 to 6 contain comprehensive appendices that are approachable guidance to do critical discourse analysis in pedagogy and educational studies. Each chapter in this book contains a “guide,” which leads the reader through steps for performing a different method to discourse analysis and supplementary resources and readings to extend and support the approach which is highlighted in the chapters. The intersection of the foci of this book creates a scope, which expands our thought about what methods and theories of critical discourse analysis are used in research. Through the context-rich examples, of this book, the authors represent the ways in which discourse analysis aids teachers’ decision making in the present time as well as looking back at their training 877499 JEXXXX10.1177/0022057419877499Journal of EducationBook Review book-review2019

Journal of Education

Book Review: Designing Critical Literacy Education Through Critical Discourse Analysis: Pedagogical and Research Tools for Teacher-Researchers, by Melissa Mosley Wetzel and Rebecca Rogers